DI Lesson Plan
Teacher Name: Amber Nelson
Subject Area: Art
Date: 12-2-14
State Standards/Benchmarks:
3.2 The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
3.3 The student will identify craftsmanship in works of art
3.9 The student will identify and use foreground, middle ground, and background in two-dimensional works of art.
3.12 The student will identify distinguishing characteristics of genres of art, including landscape, seascape, and cityscape.
Lesson Essential Question: How can we create a 2 D drawing that will have depth seen in real life?
Time Required: 4 classes (30 min. each) 2 hours total
What will I differentiate?
o Content- The level of drawing skill will be determined by the group each student will be in. The most advanced group will be adding the most detail and the lowest level group will have a much more simple piece of finished artwork.
o Process- By giving the advanced students more independent time they can be more creative and problem solve. I will give the students with the lowest skill level more one on one time so they can grasp the concept and have more detailed instruction time.
o Product- Each students final product will be different according to which group they were in. However I will give most students plenty of room to be creative so that every piece of artwork is individual.
How will I differentiate?
o For Readiness- I will show students a finished example of the landscape drawing and painting. Then we will discuss how to create foreground, middle ground, and background in a drawing just like we see it in real life.
o Interest- I will attempt to peak all students interest by allowing students artistic freedom. That way they can tell me what they would be interested in adding to their drawings.
o Learning- We will begin as a large group and gradually break off into small groups. The end result will the similar.
o Affect/Learning Environment- Students will learn to work together and independently at the same time. They can problem solve as a group when deciding how and where to add trees and then make their own decisions as to what detail to add to the landscape.
o Combination-
As a result of this lesson/unit students will:
Understand: Students will learn to describe and use steps of the art-making process, including brainstorming and planning to create their landscape drawing. Students will identify and use foreground, middle ground, and background in two-dimensional works of art. They will do this by creating a landscape. Students will learn to ask the expert of the day instead of the teacher first, this way they can learn to think on their own and problem solve before asking the teacher. This also ensures other students learning time.
Know: Students will learn that mountains fade in color the further they go back into the distance. So the closer they are to the foreground the darker they will appear. This creates depth and realism in a simple drawing.
Students will also learn that simple textures can make a huge difference in realistic artwork. Such as a tree having texture instead of individual leaves and a mountain having a different texture than the grass.
Do (Skills): Students will demonstrate skill level when they are drawing and creating their own unique landscape. We will begin with basics however they will all have the opportunity to learn how to create a realistic landscape that is also unique according to their creativity.
Pre-Assessment: I will be visually pre assessing students as they work to determine what group they will complete the assignment in. I also have a pre assessment drawing at the beginning of the year to determine the students beginning skill level. It is a simple drawing of an animal and an empty square, students try to recreate the drawing. Then I have students draw themselves as any animal in the world or they can create their own animal so I can assess their creativity.
Steps in the Lesson:
Before students begin I will show a short video about child prodigy Akiane Kramarik so they can see how realistic some artwork can be. I will also have a picture of Vincent Van Gogh talk to the students (using the yakit app) so they will become excited and passionate about creating their own realistic artwork. All students will begin with a blank piece of paper and follow my simple directions and drawing on the board. We will start with a few mountains and a far away tree. I will then walk around the room to see which students have excelled in the drawing so far, the students that have show a high skill level will be asked to sit at the back table and complete the drawing. I will give those students a few examples of simple landscapes to look at and have them create their own landscape drawing with a background, foreground, and middle ground. Then I will continue with the rest of the class. We will begin adding detail to the mountains and sky. I will walk around and look at which students have shown a low skill level. I will then ask those students to group their desks together and I will have the rest of the class continue the drawing with brief instructions and leave a finished example on the board. I will then continue the drawing in detail with the lower level students so I can have more time with them to break down the assignment in full. The rest of the students will have more room for creativity and artistic expression. Any students that finish early can use the smart board to create a piece of abstract expressionism art with Jacksonpollock.org. I will also have http://www.moma.org/learn/moma_learning open on the classroom computer so students can browse artwork and artists if they are finished early. I will be sure students know to ask the student expert for the day before they ask me a question. The student expert will be the most advanced student, this ensures that I will have quality time teaching the other students.
Closure Activity/Wrap up: Students will show their artwork to a neighbor. Then students must give one comment about their neighbors artwork. The comment cannot be negative but can be helpful.
Post-Assessment: I will visually assess the final product of all students artwork according to groups. If there was any confusion or there is an unfinished piece of artwork I will adjust the pre assessment to be a series of 3 steps. First I will go around an give each student a number on my clip board (1-10, 10 begin the highest, 1 being the lowest). I will give each student a number after we add a major detail to our drawing and average them out quickly before dividing students into groups.
Integrated Instructional Technologies and Resources Utilized:
JacksonPollock.org
http://www.moma.org/learn/moma_learning
http://youtu.be/ealRd0XJUq0
Yakit App
Subject Area: Art
Date: 12-2-14
State Standards/Benchmarks:
3.2 The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
3.3 The student will identify craftsmanship in works of art
3.9 The student will identify and use foreground, middle ground, and background in two-dimensional works of art.
3.12 The student will identify distinguishing characteristics of genres of art, including landscape, seascape, and cityscape.
Lesson Essential Question: How can we create a 2 D drawing that will have depth seen in real life?
Time Required: 4 classes (30 min. each) 2 hours total
What will I differentiate?
o Content- The level of drawing skill will be determined by the group each student will be in. The most advanced group will be adding the most detail and the lowest level group will have a much more simple piece of finished artwork.
o Process- By giving the advanced students more independent time they can be more creative and problem solve. I will give the students with the lowest skill level more one on one time so they can grasp the concept and have more detailed instruction time.
o Product- Each students final product will be different according to which group they were in. However I will give most students plenty of room to be creative so that every piece of artwork is individual.
How will I differentiate?
o For Readiness- I will show students a finished example of the landscape drawing and painting. Then we will discuss how to create foreground, middle ground, and background in a drawing just like we see it in real life.
o Interest- I will attempt to peak all students interest by allowing students artistic freedom. That way they can tell me what they would be interested in adding to their drawings.
o Learning- We will begin as a large group and gradually break off into small groups. The end result will the similar.
o Affect/Learning Environment- Students will learn to work together and independently at the same time. They can problem solve as a group when deciding how and where to add trees and then make their own decisions as to what detail to add to the landscape.
o Combination-
As a result of this lesson/unit students will:
Understand: Students will learn to describe and use steps of the art-making process, including brainstorming and planning to create their landscape drawing. Students will identify and use foreground, middle ground, and background in two-dimensional works of art. They will do this by creating a landscape. Students will learn to ask the expert of the day instead of the teacher first, this way they can learn to think on their own and problem solve before asking the teacher. This also ensures other students learning time.
Know: Students will learn that mountains fade in color the further they go back into the distance. So the closer they are to the foreground the darker they will appear. This creates depth and realism in a simple drawing.
Students will also learn that simple textures can make a huge difference in realistic artwork. Such as a tree having texture instead of individual leaves and a mountain having a different texture than the grass.
Do (Skills): Students will demonstrate skill level when they are drawing and creating their own unique landscape. We will begin with basics however they will all have the opportunity to learn how to create a realistic landscape that is also unique according to their creativity.
Pre-Assessment: I will be visually pre assessing students as they work to determine what group they will complete the assignment in. I also have a pre assessment drawing at the beginning of the year to determine the students beginning skill level. It is a simple drawing of an animal and an empty square, students try to recreate the drawing. Then I have students draw themselves as any animal in the world or they can create their own animal so I can assess their creativity.
Steps in the Lesson:
Before students begin I will show a short video about child prodigy Akiane Kramarik so they can see how realistic some artwork can be. I will also have a picture of Vincent Van Gogh talk to the students (using the yakit app) so they will become excited and passionate about creating their own realistic artwork. All students will begin with a blank piece of paper and follow my simple directions and drawing on the board. We will start with a few mountains and a far away tree. I will then walk around the room to see which students have excelled in the drawing so far, the students that have show a high skill level will be asked to sit at the back table and complete the drawing. I will give those students a few examples of simple landscapes to look at and have them create their own landscape drawing with a background, foreground, and middle ground. Then I will continue with the rest of the class. We will begin adding detail to the mountains and sky. I will walk around and look at which students have shown a low skill level. I will then ask those students to group their desks together and I will have the rest of the class continue the drawing with brief instructions and leave a finished example on the board. I will then continue the drawing in detail with the lower level students so I can have more time with them to break down the assignment in full. The rest of the students will have more room for creativity and artistic expression. Any students that finish early can use the smart board to create a piece of abstract expressionism art with Jacksonpollock.org. I will also have http://www.moma.org/learn/moma_learning open on the classroom computer so students can browse artwork and artists if they are finished early. I will be sure students know to ask the student expert for the day before they ask me a question. The student expert will be the most advanced student, this ensures that I will have quality time teaching the other students.
Closure Activity/Wrap up: Students will show their artwork to a neighbor. Then students must give one comment about their neighbors artwork. The comment cannot be negative but can be helpful.
Post-Assessment: I will visually assess the final product of all students artwork according to groups. If there was any confusion or there is an unfinished piece of artwork I will adjust the pre assessment to be a series of 3 steps. First I will go around an give each student a number on my clip board (1-10, 10 begin the highest, 1 being the lowest). I will give each student a number after we add a major detail to our drawing and average them out quickly before dividing students into groups.
Integrated Instructional Technologies and Resources Utilized:
JacksonPollock.org
http://www.moma.org/learn/moma_learning
http://youtu.be/ealRd0XJUq0
Yakit App
http://www.thinglink.com/scene/596496460988547073
img_1170.mov | |
File Size: | 910 kb |
File Type: | mov |